Transcript Third international and 39th Annual ELTAI Conference 8

ENGLISH LANGUAGE
TEACHING (ELT)
Applied Linguistics
Lecture 4
March 2014
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The most active of applied
linguistic enquiry has been in
the areas of the study of
language pedagogy and SLA
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In the early days, Applied Linguistics and the
study of TEFL were considered to be one and
the same.
Debate about what to know and what to use a
language resulted in promoting
understanding of the relationship between
individual experience, social change, and
abstracy theories. All of these lie at the heart
of all applied linguistic study.
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Development of TEFL
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GRAMMAR-TRANSLATION
LANGUAGE TEACHING
(1850’s to 1950’s)
The teaching of modern foreign
languages was heavily influenced by the
more established and prestigious
academic study of the dead classical
languages, Latin and Ancient Greek
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* Emphasis on learnıng to read & wrıte
* Focus on grammatical rules, syntactic
structures, rote memorization of
vocab. and translation of literary
texts
* Vocabulary is taught in the form of
lists of isolated words.
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* Long, elaborate explanations of the
intricacies of grammar are given.
* Medium of instruction was the mother
tongue
* No provision for the oral use of language
* Speaking and listening were mediated
via “conversation classes”, add-ons to
the main course
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In grammar-translation language
teaching, complicated rules were
mastered. This mastery was tested
by means of translation.
Success was measured in terms of
the accurate use of grammar and
vocabulary rather than effective
communication.
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Using the language meant
written translation.
No emphasis on the
development of fluent speech,
better to get things right slowly
than say them fast and
effectively but incorrectly
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There was no
association between the
process of learning the
language and eventual
use of it
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The Direct Method
The principles:
* Classroom instruction was conducted in the
target language
* There was an inductive approach to grammar
* Only everyday vocabulary was taught
* Concrete vocabulary was taught through
pictures and objects
* Abstract vocabulary was taught by association
of ideas
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* New teaching points were introduced
orally
* Communication skills were organized
around question-answer exchanges
between teachers and students
* Speech and listening comprehension
were taught
* Correct pronunciation and grammar
were emphasized
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Critiques
* Successful in private language schools (small
classes, individual attention and intensive
study)
* Overemphasized the similarites between
FLLand SLL.
* Required native speakers as teachers
* Its success depended on teacher’s skill and
personality more than on the methodology
itself
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NATURAL LANGUAGE LEARNING
Learning would take place without
explanation or grading, and without
correction of errors, but simply by
exposure to meaningful input.
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* Explanation and grading of
grammar rules.
* The language was divided into two
discrete areas; vocabulary or
pronunciation practice.
* There was no first language
explanation or translation.
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* Grammar rules had to be worked
out by students from examples.
* Meaning of new vocabulary had to
be either guessable from the
context, or perhaps illustrated or
mimed.
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Communicative Approach
or
Communicative Language
Teaching (CLT)
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“An approach to foreign or
second language which
emphasizes that the goal of
language learning is
communicative competence”.
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Benefits of using CLT
* Focusing on communicative
competence
* It increases all the components
of communicative competence
* CLT provides the students with
authentic and meaningful
interaction
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* CLT gives equal
importance to both the
spoken language and the
accuracy of the production
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AUDIO LINGUAL METHOD
(ALM)
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Features of ALM
- New material is presented in
dialogue form
- There is dependency on mimicry,
memorization of set phrases, and
overlearning.
- There is little or no grammatical
explanation.
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Features of ALM
- Grammar is taught inductively.
- Great importance is attached to
pronunciation.
- Very little use of the mother
tongue by teachers is permitted.
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Features of ALM
Successful responses are
reinforced.
There is great effort to get
students to produce error-free
utterances.
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The Silent Way
* Characterized by a problem-solving approach.
* Develops independence and autonomy and
encourages students to cooperate with each
other.
Learning is facilitated if the learner discovers or creates
rather than remembers and repeats what is to be
learned.
Learning is facilitated by accompanying (mediating)
physical objects.
Learning is facilitated by problem solving the material to
be learned.
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TOTAL PHYSICAL RESPONSE
Adult second language learning as a parallel
process to child first language acquisition
Undemanding in terms of linguistic production
Attempts to teach language through physical
motor activity (by the use of imperatives)
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Any question?
If not, end of lecture
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